NORWELL PUBLIC SCHOOLS Fall 2020 Reopening - Hybrid Model Norwell - - PowerPoint PPT Presentation

Norwell High School

Fall 2020 Reopening - Hybrid Model

NORWELL PUBLIC SCHOOLS

ADMINISTRATION INTRODUCTION Marc Bender Principal Jennifer Greenberg Assistant Principal Sean McInnis Athletic Director

Matthew Marani Assistant Principal

AGENDA FOR TODAY’S PRESENTATION

• The Return To School Planning Process

○ Realities, Feasibility, Aspirations & Fluidity

• The Hybrid Model
• Safety & Cleaning
• District Survey
• Questions

PARTNER W/ COMMUNITY

• Presentation focused on hybrid plan

○ Norwell School Committee voted approval on Aug. 3rd

• Plan may be modified as we continue to receive state

guidance, receive feedback, and engage in negotiations with the Educator Association of Norwell.

DISTRICT GOAL To safely bring back as many students as possible to the in-person school setting as soon as possible, to maximize learning and address our students’ holistic needs while following critical health guidelines to ensure the safety of all members of our educational community.

STATE REQUIREMENT - DESIGN 3 PLANS The Department of Elementary & Secondary Education (DESE) Requirement: Design three possible reopening plans to return to teaching and learning this fall: 1) In-person learning 2) Hybrid of in-person and remote learning 3) Full remote learning

GUIDING PRIORITIES

• Administration & staff partner in the brainstorming process
• Three priority items identified to guide decision-making:

○ Student, staff, and community safety ○ Maintaining the quality and integrity of our academic programs ○ The social and emotional well-being of our students

FEASIBILITY STUDY

• Reviewed all surveys to plan for the 2020-2021 School Year
• Received the DESE guidelines late June
• Measured usable square footage in each classroom & space

○ Set-up classrooms based on minimum guidance (3 feet) ○ Need to exceed guidance

• Explored options to creatively limit students in classes

○ Elimination of courses and offerings - APs

• Realized extreme challenges with issues with all in-person

while meeting guidelines

TASK FORCE ASPIRATIONS

• Transition as smoothly as possible between learning model schedules
• Be mindful of, and responsive to, new challenges for teachers,

students, and families

• Create mechanism to ensure voices of teachers, students, and families

are represented in the planning and adjustment process

• Offer structured professional development, training, support, and

course planning time throughout the year

• Minimize the inherent limitations of each learning model

REALITY OF THE SITUATION

• This will not be a typical year
• There are inherent issues associated with all schedule proposals
• There will be limiting factors that will inhibit our ability to offer

as comprehensive of an educational experience as compared to previous years

• Need to adjust expectations to avoid placing an unreasonable

burden on students, teachers, and families

• Hybrid model meets both state standards and NHS guiding

priorities

HYBRID SCHEDULE HIGHLIGHTS

B1 G1 B2 G2 B3 G3 B4 G4 B5 G5 B6 G6 B7 G7

Block 1

1 1 6 6 4 4 2 2 7 7 5 5 3 3

Block 2

2 2 7 7 5 5 3 3 1 1 6 6 4 4

Block 3 Lunch

3 3 1 1 6 6 4 4 2 2 7 7 5 5

Block 4

4 4 2 2 7 7 5 5 3 3 1 1 6 6

Block 5

5 5 3 3 1 1 6 6 4 4 2 2 7 7 * * T i m e s m a y v a r y s l i g h t l y c

• m

e 9 / 1 6

HYBRID SCHEDULE HIGHLIGHTS

• All students placed in either Blue or Gold cohort
• Students attend school in-person every other day as assigned

by color

• Opposite day students engage in remote learning activities
• Rotating 7 period schedule - two blocks drop per day
• Start and end times remain the same
• Increased transition time between classes

HYBRID MODEL SCHOOL DAY CONSIDERATIONS

• Considerations to increase social distancing and transition times
• Students cohorts - Blue and Gold

○ Scheduled to create even classes and offer family consistency ○ Student cohort will be available in the coming days when Aspen

• pens to families
• Open campus offered to all grades at parent discretion
• Utilize outdoor teaching when safe and appropriate

HYBRID: IN-PERSON

• Approximately 8 to 12 students in a class
• Students receive direct focused support from teachers
• Introduction of new learning
• SEL support

HYBRID MODEL - REMOTE

• Remote students will follow the daily school schedule

○ Students will be provided with independent activities that extend and deepen learning following in-person lessons ○ Students required to submit products during the time the class meets in the in-person day for attendance and accountability

AREAS OF NEED

• Create a grading system that transitions through all potential

phases of the year

• Establish clear expectations for students, teachers, & families

in a remote environment

• Develop 9th-grade orientation program focused on building

relationships & community

• Create supports for the social-emotional wellness of students

and staff

• Focused and specific efforts to build community in school

WORKING GROUPS

• Professional Development: Identify priority teacher support areas & plan

professional/planning

• Orientation & Social Emotional Learning: Creating ways for us to infuse SEL

in our school day as well as build a sense of community in an untraditional learning environment

• Grading & Asynchronous Expectations

○ Create common grading guidelines ○ Establish & communicate remote learning and independent learning expectations

• Facilities & Safety: Develop & communicate COVID, and related safety

procedures specific to NHS

FULL REMOTE SCHEDULE (If Needed)

Day Y Day Z Block 1

• 1hr. 15 min
• Pd. 1
• Pd. 5

Block 2

• 1hr. 15 min
• Pd. 2
• Pd. 6

Lunch 30 min Lunch Break

Block 3

• 1hr. 15 min
• Pd. 3
• Pd. 7

Block 4

• 1hr. 15min
• Pd. 4

Intervention time

REMOTE SCHEDULE HIGHLIGHTS

• Each class meets for 1 hour 15 minutes once every two days
• 15 minutes between classes
• half-hour lunch break
• 9:00am start / 3:00pm end
• Teachers provide synchronous instruction and assignment directions & time for students

to work independently (at times offline) and ask questions or receive support ○ Example of remote long-block breakdown ■ 30 min. - full class streaming ■ 25 min. - Independent learning activity ■ 20 min. - Full class streaming call back (summarize & check for understanding)

• Intervention time - WIN - “What I Need” extra help/intervention block. Teachers

available by appointment to support students and intervention to students

SPECIAL EDUCATION SERVICES

• The District is dedicated to providing a free and appropriate public education (FAPE) to our students,

consistent with the need to protect the health and safety of students with disabilities by providing those individuals education, specialized instruction, and related services.

• In order to meet the students’ needs when schools reopen, it is essential that we communicate with

families regarding child’s observed areas of need, their children’s ability to access remote learning, and

• ther observations about their children’s emotional and social well-being during the state of emergency.
• We will ensure that:
• Students will receive their IEP services in the fall, with some in-person and some remote
• pportunities
• Some of our more vulnerable populations, including preschool will have the choice to attend

in-person full time.

• IEP meetings will be primarily held remotely to limit the number of people in a building
• The District will make every effort to maintain as much in-person instruction as is safely possible should a

full closure once again be necessary

LOGISTICS FOR SAFE RETURN

• Lunch
• Students will get at least 3 mask breaks
• Outdoor learning will be encouraged
• Travel throughout the building will be monitored and limited
• All staff and students will wear masks throughout the school

day (unless outside and 6 ft. apart)

PPE (PERSONAL PROTECTIVE EQUIPMENT)

• Based on feasibility, we determined the products & materials we needed to

buy as a district

• Examples:

○ Masks ○ Hand sanitizers ○ Portable hand sanitizing stations ○ Disinfectants/Cleaning Supplies

○

Gowns and additional PPE for nurses

CLEANING & DISINFECTING

• Teachers supplied with cleaning supplies & disinfectants
• Disinfectants available and used in every classroom

○ Spray takes 5 minutes to dry ○ Kills germs at the coronavirus level

• Each classroom will be supplied with wipes which will be safe for

students to use to clean their individual areas

• High-touch surface/areas will be cleaned throughout the day
• Building will be disinfected at the end of each school day

VENTILATION SYSTEM

• Assessed Air Flow & Ventilation

○ HVAC System - air exchange is 12x an hour ○ All systems will fulling open to maximize fresh air

BUSSES

• Students will be staggered
• 1 student per seat (siblings will sit together up to 2)
• Masks must be worn
• Bus will be loaded from the back and move

forward

TECHNOLOGY

• Students will need to have access to technology for their

remote learning

• Students and parents will be explicitly taught how to use

the Schoology (Learning Management System)

• If you need support with technology, please let us know

KEYS TO OUR COLLECTIVE SUCCESS

• Supporting one another
• No easy answers - working together to find solutions

○ We’re all in this together

• Remaining flexible and patient
• Wearing masks and practicing social distancing

UPCOMING DISTRICT SURVEY

• Survey will cover:

○ Commitment to hybrid model ■ Other options

• Homeschooling
• State of Massachusetts approved remote

program ○ Need for Bus Transportation

QUESTIONS?